This volume brings a sociologist of curriculum and history educators, from a range of contexts, into dialogue on questions of knowledge and knowing – questions about what school history should and could be, as an activity and mode of engaging with the world, and questions about what school history education should and could look like and be about. Like all true dialogues, it has yielded surprises, and, it has been shaped by the assumptions and backgrounds of its participant interlocutors. I do not pretend that this book gives any representative account of the full range of positions that exist on the topics discussed – most of the partici-pants in the dialogue either are, or have previously been, academics at the UCL Institute of Education, an institution with distinct traditions and history in sociology of education and history education – and 11 out of 12 of us are, or have been, academics. None of us could have predicted the shape that the book would come to take when we started out on it; however, I am confident that the outcome will provoke – or, at least, contribute to – some reimagining of the problems of knowledge and knowing that it raises and, perhaps, contributes to answering.